Facilitating interpersonal evaluation of knowledge in a context of distributed team collaboration     

Piritta Leinonen  Sanna Järvelä 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):897-916

This study investigates how distributed team members evaluate their own and others’ knowledge when they engage in goal‐directed activities and seek shared understanding. Twenty‐three manager‐level employees of a municipal organisation worked as two distributed teams for two months. Their work was supported with a visualisation tool, which was embedded in the teams’ shared www‐based workspaces. After the distributed working period, the subjects were interviewed and their work in the shared workspace was traced. Qualitative analysis of the interviews showed that, in distributed collaboration, individuals use both self‐evaluation and interpersonal evaluation strategies when trying to gain an awareness of others’ knowledge. The interpersonal evaluations included strategies such as assessing the expertise and knowledge of others. It is concluded that when individuals do not have situational information, eg, what others think about the content of the shared task, they tend to make personal attributions. In other words, their evaluations of the others’ knowledge focus on stable tendencies like the expertise of other individuals.  相似文献   

Cross-boundary collaboration and knowledge creation in an online higher education course     

Henriikka Vartiainen  Hanna Vuojärvi  Kaija Saramäki  Miikka Eriksson  Ilkka Ratinen  Piritta Torssonen  Petteri Vanninen  Sinikka Pöllänen 《British journal of educational technology : journal of the Council for Educational Technology》2022,53(5):1304-1320

This study investigated an international, inter-university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross-boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher education students (N = 42) from different fields of study and from 17 different nationalities perceived, built and regulated cross-boundary collaboration in the pursuit of real-life problems presented by companies or non-governmental organisations. Drawing on data from 11 in-depth group interviews and team reports of students who had completed this course, we showed the kinds of activities the students considered relevant for cross-boundary collaboration and knowledge creation online. Given this extended context for knowledge creation, the study contributes to the pedagogical development of online learning in higher education.  相似文献